Visibility of eTwinning Projects Group July 2025 Newsletter
to join. Parental consent was obtained for publishing photos. Cross-national student teams were formed, each with student coordinators responsible for sharing outputs.
Key Activities:- Introductions: Schools and students presented themselves using ZeeMaps and a collaborative Padlet with creative prompts( e. g., " If I were a song, I’ d be …").- Group Formation: Teachers planned activities based on cooperative learning principles( Matsagouras, 2000), emphasizing shared goals and roles.- AI Ethics and Digital Literacy: Students discussed digital ethics and created visual representations.- Logo Creation: Each team designed two logos: one manually and one using Canva’ s AI text-to-image tool. All logos were submitted to a public vote.- Cultural Sustainability: Students created virtual cultural tours via Google Earth and AI-generated quizzes using Quizizz. AI.- Climate Sustainability: Students developed Carbon Footprint Calculators using AI tools like Microsoft Copilot or Google Gemini, following provided prompts and templates.- Social Sustainability: Students used Zapier to create social chatbots, integrated into school websites and shared via Padlet.- Well-Being: Final activities included discussions and sharing around student well-being and emotional health.
Here comes a detailed description of the activities implemented.
Familiarization of Schools and Participants The project began with the introduction of the participating schools and students. On the TwinSpace platform, students were given the opportunity to place their school on a collaborative map using the Zee Maps tool, along with basic information. Initially, partners engaged in a brainstorming session via a shared Google Doc and then created a Messenger group to facilitate faster and easier communication. A distribution board of responsibilities was shared, and each partner undertook one or two project tasks.
Next, students participated in the activity titled " Chinese Portraits ". Through the collaborative tool Padlet, participants shared their input, cultivating a climate of collaboration and familiarity.
Group Formation Activities were co-designed by the coordinating teachers to be implemented using a collaborative learning methodology. This approach aligns with the view that learning is not merely information acquisition, but a continuous process of resolving internal cognitive conflicts( Matsagouras, 2000). Knowledge was acquired through interactions not only among interschool student groups but also through the formation of cross-national teams. These groups shared common goals and roles for all subsequent activities.
When dealing with AI and working in digital environments, issues like online safety, intellectual property rights, and
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